Unit rationale, description and aim

Speech pathologists need to have knowledge and skills for working with children with speech, language and communication needs in a range of different settings. This is the third of seven professional practice units. This unit provides students with an increased focus on the provision of speech pathology intervention for children with speech and/or language needs. Specifically, students will apply and integrate theory of typical and atypical speech and language development to paediatric professional practice setting/s. Students will consolidate their knowledge of speech pathology assessment, analysis, and interpretation and develop their knowledge of the planning, implementation and outcome measurement of evidence based intervention/s. Students' clinical reasoning, communication, lifelong learning and professionalism will continue to be developed along with reflective practice. 

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- Self Reflexivity.  

The overall aim of this unit is to prepare and support students to demonstrate greater independence in knowledge and skills for working with paediatric clients, and to identify transferable skills for future professional practice experiences. 

2025 10

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  • Semester 2Campus Attendance

Prerequisites

SPHY201 Language Disorders (Developmental) AND SPHY203 Speech Pathology Practice 2A AND (SPHY204 - Speech Disorders (Developmental) OR SPHY209 Speech disorders (developmental) and hearing )

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 professional conduct, evidence-based a...

Learning Outcome 01

Demonstrate professional conduct, evidence-based and ethical practice to support the delivery of speech pathology services for children with communication needs, families, carers and/or educators
Relevant Graduate Capabilities: GC1, GC2, GC3, GC11, GC12

Demonstrate theoretical knowledge and skills to en...

Learning Outcome 02

Demonstrate theoretical knowledge and skills to engage in person-centred, culturally responsive and collaborative assessment, analysis and interpretation, intervention planning and service delivery for children with communication needs, as a member of the team around the child
Relevant Graduate Capabilities: GC1, GC2, GC7, GC8, GC11, GC12

Describe how knowledge and skills in assessment an...

Learning Outcome 03

Describe how knowledge and skills in assessment and intervention may be transferred across populations, practice areas and contexts
Relevant Graduate Capabilities: GC1, GC2, GC3, GC5, GC7, GC8, GC11, GC12

HCF 11.1* Examine own cultural worldview and value...

Learning Outcome 04

HCF 11.1* Examine own cultural worldview and values and describe implications for health care practice (N)
Relevant Graduate Capabilities: GC4, GC5, GC6, GC7, GC11

Content

Topics will include:

Professional Conduct (Professional Standard 1) 

  • Principles which underpin ethical practice and decision making 
  • Using EBP processes to support clinical decision-making  
  • Professional (clinical) reasoning and the ICF: Integration of Functioning and Disability Level and Paediatric contextual factors. 
  • Organisational policies  
  • Understanding the basics and importance of team dynamics in an education setting whilst working towards a common goal 

   

Reflective Practice and lifelong learning (Professional Standard 2) 

  • Professional Learning goals pre and post placement 
  • Reflection on and for Action (ROA and RFA)  
  • Reflection on impact of worldview and personal values on clinical practice. 
  • Transferability across areas of practice and context 

  

Speech Pathology Practice (Professional Standard 3) 

  • Applying the ICF and EBP frameworks to selecting targets and setting goals (long-term, short-term and session) 
  • Collaborative goal setting  
  • Planning speech pathology intervention sessions (including contingency, data collection) 
  • Writing reports, progress notes and discharge planning; medico-legal reporting 
  • Types of school-aged language and literacy intervention 
  • Implementing intervention (different tiers of intervention, managing challenging behaviour) 
  • Evaluating intervention or service response (including outcome measurement) 


Assessment strategy and rationale

Professional Practice Assessment.  Students will be assessed dynamically throughout their professional practice experiences within a familiar and supported environment. The Professional Practice Assessment tool will enable supervisors to record student progress, assist with goal setting, and assist in determining levels of competency across Domains 1-3 of the Professional Standards for Speech Pathologists in Australia. They will be expected to demonstrate increased independence in familiar clinical tasks. Students also attend an interview with their professional practice educator in which students will have an additional opportunity to demonstrate their reflective practice skills as they report on their achievement of personal goals, acquisition of knowledge, understanding of speech pathology and skills in assessment and intervention. This will help inform their Reflective Assignment. 

Objective Structured Clinical Exam (OSCE). Students are required to demonstrate competency in speech/language assessment and/or intervention in a whole of cohort assessment format. In addition to providing students with the opportunity to receive further feedback on their developing skills, this task will familiarise students with the assessment format used in future years of the program when more advanced competency standards are to be met.   

Reflective Assignment. This assessment task requires students to reflect on their development and growth in knowledge and skills across the experienced Practice areas and to describe how they can transfer this to other clients and contexts. In order to pass this hurdle task, students must submit a written reflection which demonstrates their progression in the generic professional competencies, discusses the role of the SLP and examines the student’s own cultural world view and values in the education setting. 

Overview of assessments

Assessment 1: Professional Practice Assessment T...

Assessment 1: Professional Practice Assessment

This task enables students to demonstrate professional and ethical conduct, and provide evidence of clinical skill development and reflection. 

Weighting

Hurdle (Pass/Fail)

Learning Outcomes LO1, LO2, LO3
Graduate Capabilities GC1, GC2, GC3, GC7, GC8, GC11, GC12
Standards PSSP 1.1, PSSP 1.2, PSSP 1.3, PSSP 1.4, PSSP 1.5, PSSP 1.6, PSSP 2.1, PSSP 2.2, PSSP 2.3, PSSP 2.6, PSSP 3.2, PSSP 3.3, PSSP 3.4, PSSP 3.5

Assessment 2: Objective Structured Clinical Exam ...

Assessment 2: Objective Structured Clinical Exam (OSCE)  

Students will complete a clinical skills exam targeting assessment and intervention. 

Weighting

Hurdle (Pass/Fail)

Learning Outcomes LO2
Graduate Capabilities GC1, GC2, GC7, GC8, GC11, GC12
Standards PSSP 3.2, PSSP 3.3, PSSP 3.5

Assessment 3: Reflective Assignment Students wil...

Assessment 3: Reflective Assignment

Students will reflect on their development and growth in knowledge and skills and describe how they can transfer these to other clients and contexts. 

Weighting

Hurdle (Pass/Fail)

Learning Outcomes LO1, LO2, LO3, LO4
Graduate Capabilities GC1, GC2, GC3, GC4, GC5, GC6, GC7, GC8, GC11, GC12
Standards PSSP 2.1, PSSP 2.2, PSSP 2.3, PSSP 3.1

In order to pass this unit, students must:  

  • participate in classroom based and professional practice experiences  
  • demonstrate achievement of every learning outcome, and  


  • achieve a pass in all assessment tasks.  

 

Students who fail Assessment 2 (OSCE) and/or Assessment 3 (reflective statement) will be offered one further attempt. If students fail the second attempt, they will fail the unit. The assessment strategy in this unit is designed to enable students to demonstrate achievement of every unit learning outcome and essential professional knowledge and skills for safe and competent practice. 

Learning and teaching strategy and rationale

Learning and teaching strategies for this unit comprise tutorials as well as supervised professional practice experiences. This unit provides opportunities for students to apply theoretical knowledge to real-life situations, and to reflect on developing professional identity, confidence and competence. 

Tutorials prepare students for professional practice experiences with clients in a controlled academic environment. Professional practice activities will be conducted via a small group format by a professional practice educator/s to facilitate greater independence in clinical skills, clinical reasoning, and reflection, to complement the Year 2, Semester 2 professional practice experience.

This Year 2, Semester 2 professional practice experience scaffolds student learning and supports their identification of transferable knowledge and skills to assist their preparation for future professional practice experiences.

Professional Standards for Speech Pathologists in Australia

In connection to the learning outcomes, the Professional Standards for Speech Pathologists in Australia (Professional Standards) detail

  • the knowledge, skills and attributes a speech pathologist practising in Australia must demonstrate and apply, at any point in their career, as relevant to their speech pathology role and work context
  • the knowledge, skills and attributes a graduating speech pathology student must demonstrate and be able to apply by the time they complete their entry-level degree.

The Professional Standards should not be read in isolation. Speech pathologists should also be cognisant of, and comply with, relevant legislation, Speech Pathology Australia policies and the Speech Pathology Australia Code of Ethics.

  • Relating to

    Provide ethical and evidence-based practice

    Relevant Learning OutcomeLO1, LO2, LO3

  • Relating to

    Comply with legislation, standards, policies and protocols

    Relevant Learning OutcomeLO1, LO2, LO3

  • Relating to

    Provide safe and quality services 

    Relevant Learning OutcomeLO1, LO2, LO3

  • Relating to

    Collaborate with individuals, their supports, our colleagues and the community

    Relevant Learning OutcomeLO1, LO2, LO3

  • Relating to

    Maintain high standards of communication, information sharing and record keeping

    Relevant Learning OutcomeLO1, LO2, LO3

  • Relating to

    Consider the needs of individuals and communities in clinical decision-making and practice

    Relevant Learning OutcomeLO1, LO2, LO3

  • Relating to

    Demonstrate self-awareness

    Relevant Learning OutcomeLO1, LO2, LO3, LO4

  • Relating to

    Use critical reflection to guide professional development and practice

    Relevant Learning OutcomeLO1, LO2, LO3, LO4

  • Relating to

    Plan personal development goals

    Relevant Learning OutcomeLO1, LO2, LO3, LO4

  • Relating to

    Engage in learning with colleagues, students and the community

    Relevant Learning OutcomeLO1, LO2, LO3

  • Relating to

    Develop shared understanding of speech pathology

    Relevant Learning OutcomeLO1, LO2, LO3, LO4

  • Relating to

    Assess communication and swallowing needs

    Relevant Learning OutcomeLO1, LO2, LO3

  • Relating to

    Interpret, diagnose and report on assessments 

    Relevant Learning OutcomeLO1, LO2, LO3

  • Relating to

    Plan speech pathology intervention or service response 

    Relevant Learning OutcomeLO1, LO2, LO3

  • Relating to

    Implement and evaluate intervention or service response

    Relevant Learning OutcomeLO1, LO2, LO3

Representative texts and references

Representative texts and references

Cook, K., Tillard, G., Wyles, C., Gerhard, D., Ormond, T., & McAuliffe, M. (2019). Assessing and developing the written reflective practice skills of speech-language pathology students. International Journal of Speech language Pathology, 21(1), 4-55. https://doi.org/10.1080/17549507.2017.1374463

Hoffman, T., Bennett, S., & Del Mar, C. (2017). Evidence-based practice across the health professions (3rd ed.). Elsevier Australia. 

McAllister, S., Lincoln, M., Ferguson, A. & McAllister, L. (2013). COMPASS®: Competency assessment in speech pathology technical manual (2nd ed.). Speech Pathology Australia.  

Speech Pathology Australia. Code of Ethics. https://www.speechpathologyaustralia.org.au/Public/Public/About-Us/Ethics-and-standards/Ethics/Code-of-Ethics.aspx?hkey=33c84f2c-2bf2-47b0-b201-d5f5616fb191

Speech Pathology Australia. Professional Standards for Speech Pathologists in Australia. https://www.speechpathologyaustralia.org.au/Public/Public/About-Us/Ethics-and-standards/Professional-standards/Professional-Standards.aspx?hkey=34af6d1a-2b96-411b-a4ed-90f0a8aae27c

Speech Pathology Australia. Scope of Practice. https://www.speechpathologyaustralia.org.au/Public/Public/About-Us/Ethics-and-standards/Scope-of-Practice.aspx?hkey=6e4daa08-aa40-4489-aede-f2faf685b4ef

World Health Organisation. (2023). International classification of functioning, disability and health [online resource]. https://www.who.int/standards/classifications/international-classification-of-functioning-disability-and-health 

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