Unit Outline

This unit extends your knowledge and application of theoretical models and practice frameworks to understand, identify and respond to speech and fluency 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 speech and fluency. There is a focus on the application of research methodology, including single case experimental design, and ethical principles, to evaluate the effectiveness of intervention in practice contexts.

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 identify speech and fluency needs of individuals and/or communities.
2	Formulate and implement holistic, evidence-based, and culturally responsive assessment plans to understand speech and fluency needs of individuals and communities.
3	Evaluate information from a wide range of sources to understand, diagnose, and describe speech, and fluency needs of individuals and communities.
4	Justify and deliver holistic, evidence-based, culturally safe and responsive intervention or service response plans to optimise speech and fluency.
5	Apply knowledge and ethical principles in health research methods to design and justify speech and fluency interventions for individuals, families and their communities.

Requisites


REQUISITE TYPE	REQUISITES
Concurrent Pre-requisite	CXA746 Developing as Allied Health Collaborators CXA764 Optimising Cognition and Lifelong Disability

Alterations as a result of student feedback

This is the first iteration of the unit; however, changes have been made according to feedback in previous units. 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 online tutorials.

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 - Fluency	Week 5	35 %	LO1, LO3, LO4, LO5
Assessment Task 2:	Case-Based Assignment - Speech	Week 11	35 %	LO1, LO2, LO3, LO4
Assessment Task 3:	Research Plan - Speech	Week 15	30 %	LO1, LO3, LO4, LO5
Assessment Task 4:	Simulation Assessment Practical – Fluency	Refer to Assessment Description	0 %	LO1, LO2, LO3, LO4

Assessment details

Assessment Task 1: Case-Based Assignment - Fluency

Task Description:

This assessment presents contemporary and authentic scenarios in the practice area of fluency that require integration of case data, theory and evidence. You will develop and justify client-centred, holistic and evidence-based assessment and intervention plans, and prepare a written and video response.

This is a hurdle task. You must pass this assessment task to be eligible for a pass in the unit. This task assesses skills that will contribute to core claims of competency that are at a level appropriate for entry to the profession.

Task Length:

2500 words and 10 minutes video

Due Date:

Week 5

Weight:

35 %

CRITERION #

CRITERION

MEASURES INTENDED

LEARNING OUTCOME(S)


1	Analyse and interpret case information, integrating theory and research to justify a differential diagnosis and hypothesise the impact of speech needs on functioning and participation.	LO1, LO3
2	Identify gaps in case information and plan further evidence-based and culturally responsive assessment to support differential diagnosis and/or intervention planning.	LO1, LO5
3	Formulate and communicate a differential diagnosis with supporting rationale.	LO1, LO4, LO5
4	Design and justify holistic, culturally responsive, and evidence-based intervention and/or service response plans to optimise speech.	LO1, LO4

Assessment Task 2: Case-Based Assignment - Speech

Task Description:

In this case-based assessment you will apply your theoretical understanding and knowledge of assessment and intervention principles in response to authentic paediatric and/or adult case information, with a focus on optimising speech at an individual and/or community level. Co-occurring needs may be evident. Your assessment submission will include written and video tasks.

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 minutes video

Due Date:

Week 11

Weight:

35 %

CRITERION #

CRITERION

MEASURES INTENDED

LEARNING OUTCOME(S)


1	Analyse and interpret case information integrating theory to justify differential diagnosis and to hypothesise the impact of speech needs on activities and participation.	LO1, LO3
2	Identify gaps in case information and plan further evidence-based responsive assessment to support differential diagnosis and/or intervention planning.	LO1, LO2, LO3
3	Formulate and communicate a differential diagnosis with supporting rationale.	LO1, LO3
4	Design and justify holistic, responsive, and evidence-based intervention and/or service response plans to optimise speech.	LO4

Assessment Task 3: Research Plan - Speech

Task Description:

In this assignment you will be provided with case information and required to apply knowledge of research methods (e.g. single case experimental design) to formulate and justify a plan to analyse case data and measure the effectiveness of an intervention. You will consider ethical issues relating to data collection and research in a practice setting.

Task Length:

1500 words

Due Date:

Week 15

Weight:

30 %

CRITERION #

CRITERION

MEASURES INTENDED

LEARNING OUTCOME(S)


1	Analyse and interpret case data to plan client-centred, holistic and evidence-based intervention.	LO1, LO3, LO4
2	Formulate a research plan to systematically evaluate the effectiveness of intervention.	LO5
3	Demonstrate consideration of ethical principles in collecting research data in a practice setting.	LO5

Assessment Task 4: Simulation Assessment Practical – Fluency

Task Description:

This assessment presents a contemporary and authentic situation in the practice area of fluency. The assessment involves participation in a simulation session focused on fluency needs and recommendations with a parent. You will be provided with case information to analyse and interpret prior to the simulation session. In the simulation, you will demonstrate skills across the domains of speech pathology practice and professional conduct.

This is a hurdle task. You are required to pass the simulation to be eligible for a pass in this 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:

1 x 90 minute simulation

Due Date:

Refer to Assessment Description

Weight:

0 %

CRITERION #

CRITERION

MEASURES INTENDED

LEARNING OUTCOME(S)


1	Analyse and interpret case data to plan client-centred, holistic and evidence-based intervention.	LO1, LO3, LO4
2	Conduct a clinical interaction to assess and provide fluency intervention in a simulated environment at a standard appropriate for entry to the profession with reference to the Professional Standards.	LO2, LO4
3	Write a report that summarises the recommendations and outcomes of the interprofessional interaction.	LO1, LO4

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.