Unit rationale, description and aim
Working with individuals presenting with a language disorder of an acquired nature (e.g., following a stroke) and dementia is a key aspect of Speech Pathology practice. Consequently, language is a designated practice area in which speech pathology students are expected to demonstrate competency in order to meet professional Entry Level requirements.
This unit examines the cause/s of acquired language disorders and impact/s of such disorders on the individual and their world. Students are provided with the foundational knowledge and skills associated with the evidence-based management (assessment, analysis, planning, and intervention) of individuals with an acquired language disorder.
Additionally, this unit contains a learning outcome from the Aboriginal and Torres Strait Islander Health Curriculum Framework (HCF, 2014) specifically addressing the HCF cultural capability- Clinical presentations.
The aim of this unit is to provide a theoretical base and opportunities for applying knowledge in practical activities, to ensure successful preparation for future professional practice in the area of acquired language disorders.
Learning outcomes
To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.
Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.
Explore the graduate capabilities.
Demonstrate knowledge of neurology, linguistics, a...
Learning Outcome 01
Analyse and interpret assessment information to ac...
Learning Outcome 02
Integrate knowledge of the International Classific...
Learning Outcome 03
HCF 9.1* Identify issues in diagnosing, treating a...
Learning Outcome 04
Content
Topics will include:
Background to acquired language disorders
- Contexts of clinical practice
- Working within the multidisciplinary team
- Understanding the International Classification of Functioning Disability and Health (ICF) when applied to the assessment and management of acquired language disorders in adult populations
- Social and psychological impact of acquired language disorders
- Living with chronic language impairment (identity etc)
- Epidemiology of acquired language disorders
- Ethical and medico-legal issues in acquired language disorders
- Review of language as being culturally and contextually bound – how this applies to acquired language disorders
What are acquired language disorders?
- Understanding the importance of neuroanatomy and pathology to making sense of acquired language disorders
- Understanding the links between language and cognition
- Defining features of acquired language disorders
Assessment and management of acquired language disorders across the lifespan utilizing the ICF framework
- Evidence based assessment principles, skills and tools
- Practical, clinical, medicolegal and ethical considerations in screening
- Undertaking and interpreting case history information
- Assessing impairment by applying cognitive-neuropsychological models of language processing versus assessing functional communication
- Undertaking and interpreting observational assessment
- Undertaking and interpreting formal assessments
- Assessing alternative and augmentative communication (AAC) needs
- Assessment of cognition and its relationship to language disorder
- Integration of assessment information and best evidence into a diagnosis and prognosis – formulating a management plan
- Considerations when working with First Nations Peoples
- Considerations when working with culturally and linguistically diverse populations
- Evidence based management principles, skills and tools
- Living with chronic language impairment (identity etc.)
- Barriers to communication
- Understanding neurological recovery
- Approaches to intervention
- impairment based approaches
- functional communication
- total communication and alternative and augmentative communication strategies (including communication partner training)
- approaches motivated by the social model of disability
- Outcome measures in language disorders
- Considerations when working with First Nations Peoples
- Considerations when working with culturally and linguistically diverse populations
- Management of communication disorders arising from dementia; traumatic brain injury; right hemisphere disorder/damage
Assessment strategy and rationale
This unit takes an authentic assessment approach allowing students to demonstrate their learning and competency in clinically relevant scenarios. The first assessment is designed for students to demonstrate acquisition of factual theoretical knowledge, as a foundation for the final two assessment pieces. Assessment 2 and Assessment 3 require students to assimilate theoretical and professional practice knowledge in order to demonstrate emerging professional competence. Assessment 2 (Analysis and Interpretation Task) targets assessment, analysis, and interpretation of speech pathology practice. Assessment 3 (Intervention Simulation) targets management planning and implementation of speech pathology practice. These two tasks combined allow students to experience and demonstrate their understanding of the typical client management process.
Assessment 2 is weighted at 40% of the unit and Assessment 3 is weighted at 40%. The higher weighting given to these two assessments, as compared with Assessment 1, ensures that students demonstrate a clear baseline capacity to provide assessment and intervention services to individuals presenting with an acquired language disorder. Evidence of demonstrable competency and skill within these unit assessment tasks sets students on a successful path towards demonstrating entry level competency in the acquired language practice area.
In order to successfully complete this unit, students need to complete and submit all assessments and obtain an aggregate mark of 50% or greater.
Overview of assessments
Assessment 1: Multiple choice and short answer qu...
Assessment 1: Multiple choice and short answer question task/s
Students demonstrate acquisition of knowledge of key theoretical concepts.
20%
Assessment 2: Analysis and Interpretation Task A...
Assessment 2: Analysis and Interpretation Task
Assesses application of theoretical concepts to analysis and interpretation of assessment data.
40%
Assessment 3: Intervention Simulation Assesses em...
Assessment 3: Intervention Simulation
Assesses emerging professional competency in planning and implementation of intervention.
40%
Learning and teaching strategy and rationale
This unit involves 150 hours of learning with a combination of asynchronous learning, including pre-recorded online lectures, and interactive face to face tutorials and/or practicals. Tutorials and/or practicals will incorporate small group, collaborative learning with students engaging in active discussion of the theoretical unit content of acquired language disorders. Case-based learning will also be utilised allowing students to better understand and explore the management process required for clients with an acquired language disorder. Case presentations parallel assessment task requirements thus ensuring pedagogical alignment between teaching, learning, and assessment. Finally, inquiry-based learning will be facilitated to ensure that students develop responsibility for their learning using a constructivist approach to acquiring knowledge. This philosophy ensures the development of problem-solving and lifelong learning that is required for successful professional practice.