Year
2023Credit points
10Campus offering
No unit offerings are currently available for this unit.Prerequisites
SPHY100 AND SPHY105 AND ALHT106
Teaching organisation
150 hours of focused learning.Unit rationale, description and aim
Language comprises the production and comprehension of messages in oral, written, pictorial or gestural form. The development and effective use of language enables participation in a range of social, educational and employment related activities. Thus, difficulties with language can significantly impact an individual's daily life. Speech Pathologists work to identify language difficulties and support those who experience them. As such, language is one practice area identified in the Professional Standards for Speech Pathologists in Australia in which speech pathology students are expected to demonstrate competency in order to meet professional Entry Level requirements.
This unit introduces students to language disorders of a developmental nature. Specifically, the causes, trajectory, severity, prognosis, and comorbidities of language disorders will be examined along with current assessment and evidence based intervention approaches. Additionally, this unit contains a learning outcome from the Aboriginal and Torres Strait Islander Health Curriculum Framework (HCF, 2014) specifically addressing the HCF cultural capacbility - Culturally-safe communication.
The overall aim of this unit is to enable students to develop the foundational skills to assess and provide intervention for children with language disorders of a developmental nature in collaboration with their families and communities.
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.
On successful completion of this unit, students should be able to:
LO1 - Demonstrate knowledge of language disorders of a developmental nature as compared with typical language development (GA4, GA5, GA9)
LO2 - Demonstrate knowledge of assessment and interventions for language disorders of a developmental nature, guided by relevant frameworks including the International Classification of Functioning, Disability and Health (ICF; WHO, 2001) and Evidence-Based Practice (GA5, GA9)
LO3 - Analyse assessment information to accurately interpret, diagnose and report on language disorders of a developmental nature (GA4, GA5, GA8, GA9)
LO4 - Formulate and justify person centred, culturally responsive, and evidence-based intervention services for children with language disorders of a developmental nature (GA4, GA5, GA7, GA8, GA9)
LO5 - HCF 6.2* Analyse differences between own verbal and non-verbal communication and Aboriginal and Torres Strait Islander clients, and the implications for health care (GA4, GA5)
Graduate attributes
GA4 - think critically and reflectively
GA5 - demonstrate values, knowledge, skills and attitudes appropriate to the discipline and/or profession
GA7 - work both autonomously and collaboratively
GA8 - locate, organise, analyse, synthesise and evaluate information
GA9 - demonstrate effective communication in oral and written English language and visual media
Content
Topics will include:
Language disorders of a developmental nature
- Definitions
- Etiology /models
- Trajectories
- Comorbidities
Assessment of language disorders of a developmental nature
- Evidence based assessment
- Assessment across different developmental stages
- Considerations when working with First Nations peoples
- Considerations when working with culturally and linguistically diverse populations
- Standardised and non-standardised assessment
- Integrating and interpreting assessment data
- Assessment within person and family-centred frameworks
- Assessment within an ICF framework
Management and intervention of language disorders of a developmental nature
- Principles and purpose
- Intervention across different developmental stages
- Considerations when working with First Nations peoples
- Considerations when working with culturally and linguistically diverse populations
- Evidence based intervention approaches
- Developing evidence based intervention plans
- Intervention within an ICF framework
- Intervention within person and family-centred frameworks
- Evaluating intervention outcomes
Learning and teaching strategy and rationale
This unit utilises an active learning approach to support students in the exploration of the essential knowledge associated with language disorders of a developmental nature. Students are able to explore the essential knowledge underpinning the assessment and intervention of language disorders of a developmental nature via a combination of asynchronous weekly learning materials and interactive face to face tutorials and workshops.
Asynchronous learning materials are provided each week for students to work through independently or collaboratively and are utilized to deliver core content. These materials can include pre-recorded lectures, readings, interactive web-based lessons and/or formative quizzes. Delivering material in this format allows for the rapid coverage of key factual information that students require in order to commence their understanding of language disorders of a developmental nature.
Tutorials include small group, collaborative learning with students engaging in active discussion to review and consolidate key theoretical concepts covered in the pre-tutorial and pre-workshop activities. Weekly workshops allow for application of the theoretical content, enabling students to learn and practice the skills required for clinical practice within a supported and safe teaching space. Case-based learning is also utilised to support students' understanding of the processes required when working with individuals with language disorders of a developmental nature.
Finally, the constructivist approach of inquiry based learning, with a focus on independent problem-solving and lifelong learning, is promoted within the student cohort. This ensures students can provide person centred, culturally responsive management to meet the diverse needs that can exist in this clinical population. This unit involves 150 hours of learning.
Assessment strategy and rationale
In this unit students are required to demonstrate their understanding of the nature and causes of language disorders of a developmental nature as well as assessment and intervention for individuals who experience these.
Assessment 1 are quizzes that require students to demonstrate their foundational knowledge of language disorders of a developmental nature. Specifically, students will initially be examined on key concepts regarding the nature of language disorders of a developmental nature and will then be required to complete questions relating to analysis, diagnostics and intervention planning. This assessment aligns with Learning Outcomes 1, 3, 4 and 5.
Assessment 2 is a group oral presentation that requires students to work collaboratively and share knowledge of assessment and intervention of language disorders across different developmental stages. This task aligns with Learning Outcomes 2 and 5.
Assessment 3 (disputation essays) allows students to demonstrate their clinical reasoning in differential diagnosis and intervention planning for individuals with language disorders of a developmental nature. Students are presented with clinical scenario/s which they analyse and interpret to make assessment and intervention decisions, and/or critically appraise clinical decisions, guided by an evidence-based practice framework. This task aligns with Learning Outcomes 1-4.
The assessment tasks in this unit ensure that students experience and demonstrate understanding of the usual management process for individuals presenting with language disorders of a developmental nature.
Overview of assessments
| Brief Description of Kind and Purpose of Assessment Tasks | Weighting | Learning Outcomes | Graduate Attributes |
|---|---|---|---|
Assessment 1: Quizzes Students are required to demonstrate understanding of key concepts including definitions and characteristics of language disorders of a developmental nature. | 30% | LO1, LO3, LO4, LO5 PSSPA 3.1.a | GA4, GA5, GA7, GA8, GA9 |
Assessment 2: Group presentation Students are required to demonstrate knowledge of assessment and intervention of language disorders of a developmental nature. | 30% | LO2, LO5 Occupational 1.1, 1.2, 2.1, 2.2, 2.3, 2.4, 2.5, 3.1, 3.4, 3.5, 3.6, 3.7 Professional 1.1, 1.2, 1.3, 2.2 PSSPA 3.1.a, 3.4.a | GA4, GA5, GA9 |
Assessment 3: Disputation essays Students are required to analyse and interpret clinical data, formulate intervention plans and/or critically analyse clinical decisions. | 40% | LO1, LO2, LO3, LO4 Occupational 1.1, 1.2, 2.1, 2.3, 2.4, 2.5 Professional 1.1, 1.2, 1.3, 2.2, 4.2, 4.4 PSSPA 3.1.a, 3.2.a, 3.3.a-c, 3.4.a-b | GA4, GA5, GA7, GA8, GA9 |
In order to successfully complete this unit, students need to complete and submit all assessments and obtain an aggregate mark of 50% or greater.
Representative texts and references
Brassard, M. R., & Boehm, A. E. (2008). Preschool assessment. Principles and practices. Guilford.
Bishop, D. V. M., Snowling, M. J., Thompson, P. A., Greenhalgh, T., Adams, C., Archibald, L., Baird, G., Bauer, A., Bellair, J., Boyle, C., Brownlie, E., Carter, G., Clark, B., Clegg, J., Cohen, N., Conti-Ramsden, G., Dockrell, J., Dunn, J., Ebbels, S., Gallagher, A., ... Whitehouse, A. (2016). CATALISE: A multinational and multidisciplinary Delphi consensus study. Identifying language impairments in children. Plos One, 11(7), Article e0158753. https://doi.org/10.1371/journal.pone.0158753
Bishop, D. V. M., Snowling, M. J., Thompson, P. A., Greenhalgh, T., and the, C.-c., Adams, C., Archibald, L., Baird, G., Bauer, A., Bellair, J., Boyle, C., Brownlie, E., Carter, G., Clark, B., Clegg, J., Cohen, N., Conti-Ramsden, G., Dickrell, J., Dunn, J., Ebbels, S., Gallagher, ... Whitehouse, A. (2017). Phase 2 of CATALISE: a multinational and multidisciplinary Delphi consensus study of problems with language development: Terminology. Journal of Child Psychology and Psychiatry and Allied Disciplines, 58(10), 1068-1080. https://doi.org/10.1111/jcpp.12721
Hulme, C. & Snowling, M. (2009). Developmental disorders of language, learning and cognition. Wiley-Blackwell.
Kohnert, K. (2007). Language disorders in bilingual children and adults. Plural Publishing.
McCauley, R. J., Fey, M. E., & Gillam, R. B. (2017). Treatment of language disorders in children. (2nd ed.). Brookes.
Paul, R., & Cascella, P. W. (2007). Introduction to clinical methods in communication disorders (2nd ed.). Brookes.
Paul, R., Norbury, C. F., & Gosse, C. (2018). Language disorders from infancy through adolescence. Listening, Speaking, reading, writing, and communicating (5th ed.). Elsevier.
Speech Pathology Australia (2020). Professional standards for speech pathologists in Australia. Retrieved from https://www.speechpathologyaustralia.org.au/SPAweb/Resources_for_Speech_Pathologists/CBOS/Professional_Standards.aspx
Speech Pathology Australia (2022). Clinical Guideline: Speech pathology in education. Retrieved from Clinical Guidelines (speechpathologyaustralia.org.au)
Watts Pappas, N. & McLeod, S. (2008). Working with families in speech-language pathology. Plural Publishing.