Unit Outline

This unit extends your knowledge and application of theoretical models and practice frameworks to understand, identify and respond to cognitive and lifelong disability needs of individuals and/or communities. The unit adopts a case-based and lifespan focus, and you will develop skills related to the description, analysis and interpretation, evidence-based assessment, differential diagnosis, and application of intervention principles to optimise cognition and lifelong disability needs. Responsiveness to the people involved and the context of intervention, and working in partnership with others to plan, implement, evaluate and modify intervention or service response plans is embedded throughout the unit.

Intended Learning Outcomes

As per the Assessment and Results Policy 1.3, your results will reflect your achievement against specified learning outcomes.

On completion of this unit, you will be able to:


1	Synthesise relevant theories, models, and practice frameworks to understand and respond to cognitive-communication and lifelong disability needs of individuals and/or communities.
2	Formulate and implement holistic, evidence-based, and culturally responsive, assessment plans to understand cognitive-communication and lifelong disability needs.
3	Evaluate information from a wide range of sources to understand, diagnose, and describe communication and swallowing needs of individuals and communities.
4	Justify and implement holistic, evidence-based, and culturally safe and responsive management or service response plans to optimise cognitive-communication and lifelong disability.
5	Evaluate intervention or service response outcomes and propose modifications at a community level.

Requisites


REQUISITE TYPE	REQUISITES
Concurrent Pre-requisite	CXA746 Developing as Allied Health Collaborators CXA765 Optimising Speech and Fluency

Alterations as a result of student feedback

Changes have been made to this unit based on student feedback. We have reviewed the timing of assessments alongside placement and residential school schedules. More practical activities and experiences have been integrated into the residential school workshops and webinars.

How will I be Assessed?

For more detailed assessment information please see MyLO.

Assessment schedule


ASSESSMENT TASK #	ASSESSMENT TASK NAME	DATE DUE	WEIGHT	LINKS TO INTENDED LEARNING OUTCOMES
Assessment Task 1:	Case-Based Assignment – Cognitive-Communication	Week 6	40 %	LO1, LO2, LO3, LO4, LO5
Assessment Task 2:	Simulation Assessment Practical – Augmentative and Alternative Communication	Week 7	0 %	LO1, LO2, LO3, LO4
Assessment Task 3:	Simulation Assessment Written – Augmentative and Alternative Communication	Week 9	30 %	LO1, LO2, LO3, LO4
Assessment Task 4:	Case-Based Assignment – Service Response Presentation	Week 13	30 %	LO1, LO3, LO4, LO5

Assessment details

Assessment Task 1: Case-Based Assignment – Cognitive-Communication

Task Description:

This assessment presents contemporary and authentic scenarios that involve cognitive-communication needs. You will be provided with detailed case information that you will analyse and interpret. You will develop and justify assessment and intervention plans, requiring systematic appraisal and synthesis of published literature, and prepare a written and video response.

The tasks align with the Speech Pathology Australia Professional Standards and will contribute to your professional portfolio and evidence of competency development across the course. Templates will be provided to help you structure your responses to each of the component tasks.

Task Length:

2500 words and 10 minute video

Due Date:

Week 6

Weight:

40 %

CRITERION #

CRITERION

MEASURES INTENDED

LEARNING OUTCOME(S)


1	Analyse and interpret case assessment and observation data, integrating theory and research.	LO1, LO3
2	Justify client-centred, holistic and evidence-based assessment plans for cognitive communication needs.	LO1, LO2, LO3
3	Justify client-centred, holistic and evidence-based intervention plans for cognitive communication needs.	LO3, LO4
4	Formulate evaluation plans to measure intervention outcomes where cognitive communication needs are present.	LO5

Assessment Task 2: Simulation Assessment Practical – Augmentative and Alternative Communication

Task Description:

This simulated assessment presents a contemporary and authentic situation in the practice area of disability, and is focused on augmentative and alternative communication needs. Conducting the simulation in pairs, you are required to present and discuss your recommendations for holistic, evidence-based, and culturally safe and responsive management, drawing on assessment data provided, with a client and family.

This is a hurdle task. It is marked as a Pass/Fail. You must pass the practical component of the simulation assessment to be eligible for a pass in the unit. This task assesses core competencies to demonstrate readiness for entry to the profession. If you do not meet the required level of competency, you will be given an opportunity to resit the assessment.

Task Length:

90 minute simulation

Due Date:

Week 7

Weight:

0 %

CRITERION #

CRITERION

MEASURES INTENDED

LEARNING OUTCOME(S)


1	Conduct a clinical interaction to present recommendations for holistic, evidence-based, and culturally safe and responsive management in a simulated environment.	LO1, LO2
2	Use accurate and accessible professional communication to explain communication and swallowing assessment and management information to clients and families in a simulated environment at a standard appropriate for entry to the profession.	LO3, LO4
3	Demonstrate effective collaboration within an interprofessional context to build respectful partnerships, aligning with the entry-level professional standards.	LO2, LO3, LO4

Assessment Task 3: Simulation Assessment Written – Augmentative and Alternative Communication

Task Description:

This written assessment presents a contemporary and authentic situation in the practice area of disability and is focused on augmentative and alternative communication needs. In this paired simulation session, you will be required to analyse assessment data and formulate and discuss recommendations with a client and family. Following the simulation, you will prepare an individually written report that provides a summary of your recommendations. Your response will demonstrate your responsiveness to cultural and linguistic diversity, advocacy, and research skills. The practical component is assessed separately.

This is a hurdle task. You must pass the written component of the simulation assessment to be eligible for a pass in the unit. This task assesses core competencies to demonstrate readiness for entry to the profession.

Task Length:

90 minute simulation and 1000 words

Due Date:

Week 9

Weight:

30 %

CRITERION #

CRITERION

MEASURES INTENDED

LEARNING OUTCOME(S)


1	Analyse and interpret case assessment and observation data in the practice area of disability, integrating theory and research to analyse needs and formulate an intervention response.	LO1, LO3
2	Justify client-centred, holistic and evidence-based intervention plans for augmentative and alternative communication and present recommendations for responsive management that demonstrates accurate and accessible professional communication.	LO2, LO3, LO4
3	Prepare a written report that summarises the recommendations and outcomes of the interprofessional interaction.	LO2, LO4

Assessment Task 4: Case-Based Assignment – Service Response Presentation

Task Description:

In this assessment, you are required to examine and respond to complex case scenarios. Two different case scenarios are presented, situating the same client in two different practice contexts. You will evaluate the current intervention or service response outcomes and propose modifications, critically comparing the priorities and communication and swallowing needs of the client in each scenario and proposing two service responses. You will propose one service response targeted at the individual level (direct therapy) and one service response targeting capacity building or a more systemic level response.

You will present the two options in an oral presentation using a video conferencing platform and critically examine the service response plans and how the outcomes would differ in each scenario. You will prepare a written self-reflection on your own learnings from this assessment task.

This is a hurdle task. You must successfully pass this assessment task to be eligible for a pass in the unit. This task assesses competencies that contribute to core claims of competency for speech pathology practice.

Task Length:

15 minute oral presentation and 300 word written reflection

Due Date:

Week 13

Weight:

30 %

CRITERION #

CRITERION

MEASURES INTENDED

LEARNING OUTCOME(S)


1	Analyse and interpret case information considering the context and issues raised in each scenario, integrating theory and independent research.	LO1, LO3
2	Evaluate the current intervention or service response outcomes.	LO5
3	Justify contrasting holistic and evidence-based service response plans.	LO4, LO5
4	Present a clear, persuasive and succinct outline and appraisal of the current and proposed service response options to an interprofessional team.	LO4, LO5
5	Critically reflect on the service response planning process and your ability to communicate contrasting options.	LO5

How your final result is determined

To pass this unit, you need to demonstrate your attainment of each of the Intended Learning Outcomes, achieve a final unit grade of 50% or greater, and pass any hurdle tasks.

Academic progress review

The results for this unit may be included in a review of your academic progress. For information about progress reviews and what they mean for all students, see Academic Progress Review in the Student Portal.

Submission of assignments

Where practicable, assignments should be submitted to an assignment submission folder in MYLO. You must submit assignments by the due date or receive a penalty (unless an extension of time has been approved by the Unit Coordinator). Students submitting any assignment in hard copy, or because of a practicum finalisation, must attach a student cover sheet and signed declaration for the submission to be accepted for marking.

Academic integrity

Academic integrity is about acting responsibly, honestly, ethically, and collegially when using, producing, and communicating information with other students and staff members.

In written work, you must correctly reference the work of others to maintain academic integrity. To find out the referencing style for this unit, see the assessment information in the MyLO site, or contact your teaching staff. For more detail about Academic Integrity, see Important Guidelines & Support.

Requests for extensions

If you are unable to submit an assessment task by the due date, you should apply for an extension.

A request for an extension should first be discussed with your Unit Coordinator or teaching support team where possible. A request for an extension must be submitted by the assessment due date, except where you can provide evidence it was not possible to do so. Typically, an application for an extension will be supported by documentary evidence: however, where it is not possible for you to provide evidence please contact your Unit Coordinator.

The Unit Coordinator must notify you of the outcome of an extension request within 3 working days of receiving the request.

Late penalties

Assignments submitted after the deadline will receive a late penalty of 5% of the original available mark for each calendar day (or part day) that the assignment is late. Late submissions will not be accepted more than 10 calendar days after the due date, or after assignments have been returned to other students on a scheduled date, whichever occurs first. Further information on Late Penalties can be found on the Assessments and Results Procedure.