Outline

Unit code	CSCD5069
Academic unit	Communication Sciences
Credit points	6
Prohibitions ?	None
Prerequisites ?	CSCD5064 or CSCD5065 or CSCD5067
Corequisites ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Coordinator	Alison Purcell, alison.purcell@sydney.edu.au
Lecturer(s)	Lani Campbell, lani.campbell@sydney.edu.au

Details
Criteria

Type	Description	Weight	Due	Length
In-semester test	Case-based online quiz Written exam (child and adult)	25%	Week 07 Due date: 09 Apr 2020 at 23:00	30-minutes
Outcomes assessed:
Presentation	Best practice in disability--what does the evidence suggest? Oral presentation (child and/or adult)	35%	Week 10 Due date: 07 May 2020 at 08:00	7 minutes
Outcomes assessed:
Assignment	Case study assignment Assessment & intervention plan + practical resource (child or adult).	40%	Week 13 Due date: 22 May 2020 at 23:00	1500 words
Outcomes assessed:
= group assignment ?

Assessment summary

Assessment 1: Case-based mid-semester exam (30%). This task involves a short-answer case-based exam, Thursday week 7 at 8:00am (the beginning of the regular lecture time). Given case-based scenarios for three different people (children and adults) with a disability, you will be required to apply your knowledge and understanding of the NDIS and ability to write goals. In preparation for this in-class exam, practice questions will be provided and discussed during tutorials.

Assessment 2: Oral presentation“Best Practice in Disability: What does the evidence suggest?” (20%) In small groups of 4, students will present a concise synthesis of the research on best practice in the management of a selected population of people with a disability. As part of the presentation each group will provide a brief description of their selected population (e.g., nature of the problem, prevalence) plus an overview of strategies for assessment, goal setting, and intervention. The range of populations to select from will be provided in class. Presentations will occur during tutorial times in week 10. Groups need to be formed from peers within allocated tutorial times. Presentations will be strictly no longer than 7 minutes.

Assessment 3: Case study assignment (50%) This assignment comprises two parts. In part one, students are to work in small groups of 4 and write a detailed assessment and intervention plan for a person with a disability, addressing communication concerns and swallowing/feeding skills. The plan needs to be written in a way that considers the reasonable and necessary criteria for the person to receive NDIS funding. In part two, each member of the group is expected to create a 1-page infographic or flyer addressing one of the following, relevant to the case worked on in the group: communicating tips for family or support workers; mealtime tips for family or support workers; AAC tips for unfamiliar communication partners; and quick-access low tech AAC for mealtimes. Case history and background information for cases in addition to templates for parts one and two will be supplied via canvas.

More information about each assessment task can be found on the Canvas site for CSCD5069.

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	Exceptional standard of work. You display a sophisticated understanding of the field of disability, and excellent insight into how a speech pathologist works to support people with a disability who have communication difficulties and swallowing/feeding concerns.
Distinction	75 - 84	Very high standard of work. Your work reflects a thorough understanding of the field of disability, and how a speech pathologist works to support people with a disability who have communication difficulties and swallowing/feeding concerns.
Credit	65 - 74	Good standard of work. You have a solid understanding of the field of disability, and how a speech pathologist works to support people with a disability who have communication difficulties and swallowing/feeding concerns.
Pass	50 - 64	Acceptable standard across assessment tasks. Your work is consistent with an acceptable understanding of the field of disability, and how a speech pathologist works to support people with a disability who have communication difficulties and swallowing/feeding concerns.
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.

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.

WK	Topic	Learning activity
Week 01	Disability frameworks and the NDIS	Lecture and tutorial (3 hr)
Week 02	NDIS - being a service provider	Lecture and tutorial (3 hr)
Week 03	NDIS - goal setting	Lecture and tutorial (3 hr)
Week 04	Outcome measurement and NDIS Report Writing	Lecture and tutorial (3 hr)
Week 05	Assessment - Part 1	Lecture and tutorial (3 hr)
Week 06	Assessment - Part 2	Lecture and tutorial (3 hr)
Week 07	Intervention	Lecture and tutorial (3 hr)
Week 08	Autism - Part 1	Lecture and tutorial (3 hr)
Week 09	Autism -Part 2	Lecture and tutorial (3 hr)
Week 10	Feeding, swallowing, and mealtime management	Lecture and tutorial (3 hr)
Week 11	Feeding, swallowing and mealtime management	Lecture and tutorial (3 hr)
Week 12	AAC - High and low tech	Lecture and tutorial (3 hr)
Week 13	Case-based integration	Lecture and tutorial (3 hr)

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. Define the nature and incidence of common intellectual and physical disabilities with reference to the International Classification of Function, Disability and Health (ICF and ICF-CY) model and data published by the Australian Bureau of Statistics.
LO2. Apply a range of conceptual, organisational, and legal frameworks (including the Convention on the Rights of Persons with Disability, the ICF, NDIS) to speech pathology case-based scenarios involving with persons with disabilities.
LO3. Define the scope of practice for speech pathologists working with clients with lifelong disability including multi-modal communication within a team setting.
LO4. Identify possible barriers to the participation of persons with lifelong disability including those relating to policy, adopted practices and attitudes, knowledge and skills.
LO5. Describe current unaided and aided AAC systems including symbols, techniques for message transmission, and strategies for effective use of AAC to support expression and understanding.
LO6. Select appropriate assessment tools for persons with a lifelong disability including those with challenging behaviour.
LO7. Evaluate the level of evidence for a range of interventions for people with lifelong disabilities including persons with challenging behaviour.
LO8. Construct communication goals for persons with lifelong disability that include consideration of role of SLP within multidisciplinary team.
LO9. Describe outcome measures suitable for use when working with persons with a disability.
LO10. Describe the key elements of the NDIS process for a person with a disability who has communication and/or swallowing difficulties.
LO11. In the context of the NDIS, explain what it means that a support or service needs to be both reasonable and necessary, and apply your understanding of ‘reasonable and necessary’ to case-based examples relevant to speech pathology practice.
LO12. Describe the features of a particular disorder in lay language including the likely communication implication.
LO13. Explain key therapy approaches for people with lifelong disabilities and relate these to the ICF, participation model (Beukelman and Mirenda 2013), Communication needs model (Light 1989) and Communicative Competence in AAC model (Light, Beukelman and Reichle, 2003).
LO14. Summarise issues regarding quality of life for people with lifelong disability
LO15. Compare features of aided and unaided AAC systems and recommend appropriate systems for people with lifelong disability dependent on their abilities and preferences.
LO16. Analyse the communication of a person with lifelong disability within the framework of ICF and the participation model.
LO17. Consider the implications of the person’s communication needs on activity and participation within their everyday environment.
LO18. Design appropriate AAC system for persons with lifelong disability with reference to the participation model and with consideration of funding issues using low tech and high tech tools which are culturally appropriate.
LO19. Create culturally sensitive and appropriate goals, plans, and interventions suitable for people with disabilities and their carers and/or communication partners.
LO20. Demonstrate respect for different values arising from cultural and linguistic diversity and its impact on service provision for people with lifelong disability
LO21. Construct professional, ethical, and practical evidence-based recommendations for people with disabilities who have complex communication and swallowing /mealtime management needs.
LO22. Demonstrate a general understanding of the NDIS, professional bodies, organisations and support groups appropriate for people with a range of developmental disabilities.
LO23. Demonstrate the capacity to play a range of roles in teams (e.g. leader, member).

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 - 1.1. Investigate and document the client’s communication and/or swallowing condition and explore the primary concerns of the client. 2.3. Determine the basis for or diagnosis of the communication and/or swallowing condition and determine the possible outcomes.
	Competency-based Occupational Standards for Speech Pathologists - 1.1. Investigate and document the client’s communication and/or swallowing condition and explore the primary concerns of the client. 1.4. Undertake assessment within the ethical guidelines of the profession and all relevant legislation and legal constraints, including medico-legal responsibilities. 2.3. Determine the basis for or diagnosis of the communication and/or swallowing condition and determine the possible outcomes. 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. 3.3. 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. 3.6. Define roles and responsibilities for the management of the client’s swallowing and/ or communication condition. 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 - 4.5. Identify the scope and nature of speech pathology practice in a range of community and work place contexts.
	Competency-based Occupational Standards for Speech Pathologists - 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. 1.4. Undertake assessment within the ethical guidelines of the profession and all relevant legislation and legal constraints, including medico-legal responsibilities. 2.1. Analyse and interpret speech pathology assessment data. 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. 3.3. 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. 7.4. Advocate for self, client and the speech pathology profession.
	Competency-based Occupational Standards for Speech Pathologists - 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. 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. 5.4. Update, acquire and/or develop resources.
	Competency-based Occupational Standards for Speech Pathologists - 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. 1.4. Undertake assessment within the ethical guidelines of the profession and all relevant legislation and legal constraints, including medico-legal responsibilities.
	Competency-based Occupational Standards for Speech Pathologists - 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. 3.5. Select an evidence-based speech pathology approach or intervention in collaboration with the client and significant others. 5.6. Adhere to professionally accepted scientific principles in work practices.
	Competency-based Occupational Standards for Speech Pathologists - 3.4. Establish goals for intervention in collaboration with the client and significant others.
	Competency-based Occupational Standards for Speech Pathologists - 3.7. Document speech pathology intervention plans, goals and outcome measurement.
	Competency-based Occupational Standards for Speech Pathologists - 1.4. Undertake assessment within the ethical guidelines of the profession and all relevant legislation and legal constraints, including medico-legal responsibilities. 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. 4.5. Identify the scope and nature of speech pathology practice in a range of community and work place contexts.
	Competency-based Occupational Standards for Speech Pathologists - 1.4. Undertake assessment within the ethical guidelines of the profession and all relevant legislation and legal constraints, including medico-legal responsibilities. 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. 3.7. Document speech pathology intervention plans, goals and outcome measurement. 4.3. Undertake continuing evaluation of speech pathology intervention and modify as necessary. 4.4. Document progress and changes in the speech pathology intervention, including outcomes, decisions and discharge plans. 5.1. Respond to service provider’s policies. 5.5. Consult and coordinate with professional groups and services.
	Competency-based Occupational Standards for Speech Pathologists - 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. 2.3. 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. 3.3. 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.
	Competency-based Occupational Standards for Speech Pathologists - 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. 3.5. Select an evidence-based speech pathology approach or intervention in collaboration with the client and significant others.
	Competency-based Occupational Standards for Speech Pathologists - 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 - 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. 3.3. 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. 3.5. Select an evidence-based speech pathology approach or intervention in collaboration with the client and significant others.
	Competency-based Occupational Standards for Speech Pathologists - 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. 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 - 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. 2.1. 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 - 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. 3.5. Select an evidence-based speech pathology approach or intervention in collaboration with the client and significant others. 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).
	Competency-based Occupational Standards for Speech Pathologists - 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.
	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 - 1.4. Undertake assessment within the ethical guidelines of the profession and all relevant legislation and legal constraints, including medico-legal responsibilities. 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. 3.5. Select an evidence-based speech pathology approach or intervention in collaboration with the client and significant others. 5.6. Adhere to professionally accepted scientific principles in work practices. 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 - 5.1. Respond to service provider’s policies. 5.5. Consult and coordinate with professional groups and services. 7.3. Demonstrate an awareness of formal and informal networks for professional development and support. 7.4. Advocate for self, client and the speech pathology profession.
	Competency-based Occupational Standards for Speech Pathologists - 4.6. Undertake preventative, educational and/or promotional projects or programs on speech pathology and other related topics as part of a team with other professionals. 7.4. Advocate for self, client and the speech pathology profession.

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

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Useful links

Media

Student links

About us

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Current students

CSCD5069: Functional Communication in Disabililty

Semester 1, 2020 [Normal day] - Cumberland, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect